27.6.2022
EN
Official Journal of the European Union
C 243/5
c) Raise awareness of the benefits and opportunities of learning for the green transition and sustainable development, and support formal and non-formal education and training institutions, including early childhood education and care, to make climate change, environmental protection, biodiversity and sustainability issues relevant to the daily lives of their learners and foster a culture of sustainability.
d) Develop the knowledge, skills and attitudes of learners of all ages to live more sustainably, promote sustainable consumption and production patterns, adopt healthier and more environmentally-conscious lifestyles and contribute individually and collectively to the transformation of our societies.
e) Support and enhance teaching and learning for the green transition and sustainable development by providing infrastructure, digital tools and resources and supporting educators’ digital competences.
f) Involve all learners in meaningful and coordinated ways in proposing and co-creating approaches to what, how and where they learn about – and for – the green transition and sustainable development.
Encourage a gender-balanced participation of learners from all backgrounds, including those with fewer opportunities.
Empower all learners to participate in and engage with decision-making at the level of their institution as well as their local and wider communities.
g) Develop and support, in close cooperation with relevant stakeholders, curriculum programmes and frameworks, allowing the time and space for learners to develop sustainability competences (17) from an early age.
Intergenerational learning and local examples, problems and responses can make curricula more relevant to learners, demonstrating that climate change, biodiversity, environmental protection and sustainability are local and actionable.
h) Support cooperation and networking on sustainability, environmental protection and biodiversity, involving for example local authorities, youth work and youth organisations, centres of environmental education and training, centres of global learning, forests, parks, farms, museums, libraries, non-governmental organisations, research, consumer organisations and business, thus strengthening the links between formal, non-formal and informal learning.
i) Support scaling up of good practices and pedagogical research on teaching and learning for the green transition and sustainable development at all levels and types of education and training.
5.
Further support learners by considering the following measures:
a) Provide learners, from the time they are in pre-school, with opportunities to understand, engage with and value the natural world and its biodiversity, create a sense of curiosity and wonder and learn to act for sustainability, individually and collectively.
b) Strengthen, including through financial support in accordance with national financial support schemes, high-quality lifelong learning for the green transition and sustainable development, including traineeships, apprenticeships, volunteering, extra-curricular activities, youth work activities and other forms of formal, non-formal and informal learning and the links between them.
Stimulate and recognise civic engagement actions and programmes in that regard.
(17) The concept of ‘sustainability competences’ as described in GreenComp, the European sustainability competence framework, covers the knowledge, skills and attitudes needed by learners of all ages to live, work and act in a sustainable manner (including critical thinking, systems thinking and connection to nature).
‘Green skills’ relates to professional skills needed by all sectors and at all levels in the labour market for the green transition, including the creation of new green jobs.